A mechanical wave is one of the Physics concepts related to everyday life. When the Authors interviewed some students at one of Gersik’s senior high schools, the Authors found that some students didn’t understand the concepts yet. Students thought that when a rope was moved up-down, the particles in the rope would be moved horizontally. The truth is that there was no movement of particles in the vibrated rope. Misconceptions must be detected immediately so as not to interfere with students' understanding of the following concepts. One way is by using a conception diagnostic test. The paper aims to report the composition of the five-step conception diagnostic test for Mechanical Wave concepts, its’ validity and reliability, and use it to identify students’ profile conception level in a Gresik’s senior high school. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and data collection technique that used was developing of five-step question that passed through the validity and reliability stages. 13 questions were written and tested for their internal validity and 12 only questions declared valid 91.32%. The result of external validity in terms of a true fake (TF) and a wrong fake (WF) was 7.14% and 4.76% (valid as empirical content because of the TF and WF<10%). The conception diagnostic test was also valid as an empirical construct based on the Pearson Product Moment score because rab=0.575>rtable=0.4575 (significance level of 0.05), and 11 questions were finally declared valid and reliable. 40.40% of the 18 students for their profile conception level confirmed as Lack of Knowledge.

The quality of education can be improved by developing learning methods, curriculum development, and learning media development. One of them is learning media in the form of comics. This research aims to develop physics comics and analyze the validity of learning media of physics comics on the historical material of atomic development.  The research was conducted using the R&D research model (Research and Development) with the 4-D model (Define-Design-Develop-Disseminate). Based on the stages, obtained learning media products that were declared eligible after validation by two high school physics teachers and an expert lecturer gained the average validity in the media component of 90.0%, the display of 89.2%, the material by 90.7%, and the language by 95.4%. In general, the student's responses to the use of physical comic learning media include comic physics can increase motivation in learning (88.6%), students prefer that physics learning uses comic media (88.9%), through comic media, students are introduced to atomic inventors (88.9%), and physics comics can help to understand the historical material of atomic development (83.3%). Based on the study results, learning media of physics comics on the historical material of atomic development deserves to be used in physics. The implication of this study can help other researchers as a reference related to the development of comic physics learning media.